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Article: Problem-based learning in social work: A study of student learning outcomes

TitleProblem-based learning in social work: A study of student learning outcomes
Authors
KeywordsLearning motives
Learning strategies
Problem-based learning
Social work education
Issue Date2007
PublisherSage Publications, Inc. The Journal's web site is located at http://www.sagepub.com/journal.aspx?pid=148
Citation
Research On Social Work Practice, 2007, v. 17 n. 1, p. 55-65 How to Cite?
AbstractThis study evaluated the effects of problem-based learning (PBL) in social work education. The participants were 132 second-year social work students who took the core courses of Social Work Theory and Practice and Skills Laboratory in the PBL mode. A 40-item scale was used to measure the students' perceptions of their social work knowledge, skills, and values, Biggs's Study Process Questionnaire and Revised Study Process Questionnaire were employed to examine their learning approaches. The results indicated positive learning outcomes, with the most significant gains occurring in knowledge and lesser gains being made in skills and values. The findings suggest that students with deep learning motives and approaches reap the most benefit from PBL. © 2007 Sage Publications.
Persistent Identifierhttp://hdl.handle.net/10722/172141
ISSN
2015 Impact Factor: 1.216
2015 SCImago Journal Rankings: 0.596
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorWong, DKPen_HK
dc.contributor.authorLam, DOBen_HK
dc.date.accessioned2012-10-30T06:20:21Z-
dc.date.available2012-10-30T06:20:21Z-
dc.date.issued2007en_HK
dc.identifier.citationResearch On Social Work Practice, 2007, v. 17 n. 1, p. 55-65en_HK
dc.identifier.issn1049-7315en_HK
dc.identifier.urihttp://hdl.handle.net/10722/172141-
dc.description.abstractThis study evaluated the effects of problem-based learning (PBL) in social work education. The participants were 132 second-year social work students who took the core courses of Social Work Theory and Practice and Skills Laboratory in the PBL mode. A 40-item scale was used to measure the students' perceptions of their social work knowledge, skills, and values, Biggs's Study Process Questionnaire and Revised Study Process Questionnaire were employed to examine their learning approaches. The results indicated positive learning outcomes, with the most significant gains occurring in knowledge and lesser gains being made in skills and values. The findings suggest that students with deep learning motives and approaches reap the most benefit from PBL. © 2007 Sage Publications.en_HK
dc.languageengen_US
dc.publisherSage Publications, Inc. The Journal's web site is located at http://www.sagepub.com/journal.aspx?pid=148en_HK
dc.relation.ispartofResearch on Social Work Practiceen_HK
dc.rightsResearch on Social Work Practice. Copyright © Sage Publications, Inc.-
dc.subjectLearning motivesen_HK
dc.subjectLearning strategiesen_HK
dc.subjectProblem-based learningen_HK
dc.subjectSocial work educationen_HK
dc.titleProblem-based learning in social work: A study of student learning outcomesen_HK
dc.typeArticleen_HK
dc.identifier.emailWong, DKP: donnawkp@hkucc.hku.hken_HK
dc.identifier.emailLam, DOB: debbie@hkucc.hku.hken_HK
dc.identifier.authorityWong, DKP=rp00592en_HK
dc.identifier.authorityLam, DOB=rp00571en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1177/1049731506293364en_HK
dc.identifier.scopuseid_2-s2.0-33845527596en_HK
dc.identifier.hkuros130832-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33845527596&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume17en_HK
dc.identifier.issue1en_HK
dc.identifier.spage55en_HK
dc.identifier.epage65en_HK
dc.identifier.isiWOS:000243071400005-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridWong, DKP=15747986500en_HK
dc.identifier.scopusauthoridLam, DOB=7201749390en_HK

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